• Abstract and Figures
• Public Full-text

INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1.The sign or "target” for pages apparently lacking from the document photographed is “ Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been filmed, you will find a good image of the page in the adjacent frame. If copyrighted materials were deleted you will find a target note listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photo­ graphed the photographer has followed a definite method in "sectioning” the material. It is customary to begin filming at the upper left hand corner of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For any illustrations that cannot be reproduced satisfactorily by xerography, photographic prints can be purchased at additional cost and tipped into your xerographic copy. Requests can be made to our Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases we have filmed the best available copy. University Microfilms International 300 N. ZEEB RD„ ANN ARBOR, Ml 48106 8129081 R h o d e s , M ary DRIED FLOWERS: THE HISTORY OF WOMEN’S CULTURE AT COTTEY COLLEGE, 1884-1965 The Ohio State University Ph.D. 1981 University Microfilms I n te r n 8ti 0 n 8 ! 300 N. Zeeb Road, Ann Arbor, M I 48106 Copyright 1981 by Rhodes, Mary All Rights Reserved DRIED FLOWERS; THE HISTORY OF WOMEN'S CULTURE AT COTTEY COLLEGE, 1884-1965 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University by Mary Rhodes, B.A., M.A. ***** The Ohio State University 1981 Reading Committee: Approved By Leila J. Rupp Robert H. Bremner Warren R. Van Tine a ;UQi' Adviser Department of History For Patricia M. Rhodes and My former students at Cottey College n ACKNOWLEDGMENTS This work results from contributions by many individuals and organizations for which I am most grateful. For the final product I bear full responsibility. My special thanks to my mother, Patricia M. Rhodes, and my broth­ er, John Mark Rhodes, for their encouragement and support through the years devoted to this study. I am especially grateful to Dr. Leila J. Rupp for her interest in my topic, her faith in its inherent integrity, and her patient review and professional guidance as I struggled to chisel this piece of women's history from the sources. To Dr. Robert H. Bremner, I extend my thanks for his encourage­ ment and direction in the early stages of my study. To Dr. Warren R. Van Tine I am thankful for his challenges to probe deeper into the sources. For permission to use the Cottey College Archives, I thank the Board of Trustees of Cottey College. For support during the years of my study I thank— The Department of History at The Ohio State University for a i i i graduate teaching associateship. The Center for Women's Studies at The Ohio State University for a graduate teaching associateship. The Board of Trustees of Cottey College for a sabbatical leave. The P. E. 0. Sisterhood. To my friends, B. J. and Dave Heck, I extend my heartfelt thanks for their encouragement and for innumerable dishes of ice cream along the way. To Anne Turner Simpson, Mary Jo Heck, and Elizabeth Ann Heck King- seed I say thank you for awakening and perpetuating my interest in women's history. My special thanks to my friend and roommate, Revathi Balakrishnan, who stood by me through thickest and thinnest and whose unwavering support and faith enabled me to complete this study. IV VITA 21 January 1941. Born - Marion, Kansas 1961 ............................. A. A., Colorado Women's College, Denver, Colorado 1964 ............................. B. A., University of Kansas, Lawrence, Kansas 1965-1967 .... Constituent Correspondent and Researcher, Office of U. S. Senator James B. Pearson, Washington, D. C. 1967-1968 .... Instructor in History, College of the Ozarks, Clarksville, Arkansas 1970 ............................. M. A., University of Virginia, Charlottesville, Virginia 1968-1980 .... Instructor in History; Assistant Professor of History; Faculty Member in History and Coor­ dinator of Academic Records, Cottey College, Nevada, Missouri 1980 ............................. Graduate Teaching Associate, Department of History, The Ohio State University, Columbus, Ohio 1981 ............................. Graduate Teaching Associate, Center for Women's Studies, The Ohio State University, Columbus, Ohio 1980- ....................... Administrative Director, Ohio Conference, American Association of University Professors. Columbus, Ohio PUBLICATIONS Themes in American Religion and P o litics, Student Manual, 2 vols., and Study Guide, coauthored with Virginia M. Roberts. Nevada, Missouri: Cottey College, 1973. FIELDS OF STUDY Major Field: History of the United States Social History of the United States. Professors Leila J. Rupp and Warren R. Vanline Intellectual History of the United States. Professor Robert H. Bremner Nineteenth Century History of the United States. Professor Harry Coles Nineteenth Century History of Europe. Professor Carol Rogel. VI TABLE OF CONTENTS DEDICATION........................................................................................................ ii ACKNOWLEDGMENTS ........................................................................................ i i i VITA ............................................................................................................. V Chapter I. INTRODUCTION ............................................................................ 1 I I . THE GROWTH OF WOMEN'S CULTURE IN THE NINETEENTH CENTURY ...................................................................................... 7 I I I . WOMEN'S CULTURE AND WOMEN'S INSTITUTION BUILDING AT COTTEY COLLEGE........................................................................... 42 IV. THE FLOWERING OF WOMEN'S CULTURE AT COTTEY COLLEGE.............................................................................................97 V. THE DECLINE OF WOMEN'S CULTURE AT COTTEY COLLEGE . 143 VI. CONCLUSION: WHY WOMEN'S CULTURE DECLINED AT COTTEY COLLEGE ........................................................................... 192 BIBLIOGRAPHY ............................................................................................ 205 VII CHAPTER I INTRODUCTION Looking back on what historian Mary R itter Beard terms "long history"—an overview of cultural trends since prehistoric times--we glimpse woemn's contributions to the creation of civilization--a de­ velopment, she said, which distinguished human culture from the wild beasts. "Of what did this sharp distinction consist?" Beard asked. Of cooking, making cloth, devising hand-made shelter, manufacturing domestic utensils of pottery and baskets for garnering seeds and grain, extending the diet and making meals attractive, budgeting the food supply, learning essentials about doctoring and nursing, mak­ ing animals serve human beings, enlarging the communication of feelings or ideas by speech, song, and dance, and tillin g the soil. Through the centuries gender roles gradually shifted in the d ir­ ection of increasing control by men and decreasing control by women over production, and at the same time increasing emphasis on women's reproductive role as their major contribution to the community or 2 society. The shift in gender roles is referred to in this paper as "masculinization." By the end of the nineteenth century, primary con­ trol over nearly a ll of the areas Beard defined as women's concern was in the hands of men. The struggle for control of the environment through ca p italist, industrial, monetary and m ilitary means which typi­ fied the dominant culture of men's values had virtu ally climaxed in 1 2 the United States, lomen s t ill retained control, however, of their own culture--a culture separate from that of men--but by the mid­ twentieth century even women's culture was overpowered by men's insatiable appetite for control. In this study women's culture is viewed within the context of the general nineteenth century American culture, 'lomen's culture is taken as a system of values adopted by women, operative within the dominant, pervasive culture which was based on values adopted by men. I w ill discuss the changing relationship of the two cultures in nineteenth century America as depicted at a women's college. The pre­ vailing system of men's values, which I w ill refer to as the dominant or general cutlure, permeated v irtu ally a ll p o litic a l, economic and social systems and institutions.

Load more

  225

Copy Link